Hi Val
Thanks for the wonderful connection of the child's first word with the,
ARTIST'S skill/discipline/spontaneity in Japanese and Chinese art and
calligraphy.
Graham A Brown
On 7-Feb-05, at 2:37 AM, Val Stephenson wrote:
> Hi Graham
>
> I was interested in your comment about whether a child's first words
> would be celebrated as creative or the child themselves. I would
> suggest that it would be the child, perhaps similar to the focus on
> the ARTIST'S skill/discipline/spontaneity in Japanese and Chinese art
> and calligraphy The work being very much an individual expression and
> rated by looking at the resultant expression - to my knowledge not by
> comparison with others.. Also the British Library sound archive
> project Artists Lives sets about to fill in the gaps left by largely
> ignoring the artist ( well up to Brit art anyway) so that in future
> people will have not only the visual represenations but also their
> context, through tapes recording the artists' experience of life.
>
> Running a big draw event last year I had many drawings from children
> which were then exhibited in the local library. People looking at the
> drawings seemed to enjoy the work so much more when it was accompanied
> by labels eg Harriet Age 7, George Age 5- importance of information
> about the drawer enhancing the viewing experience perhaps.
>
>
> Regarding the criteria used to judge whether a drawing is creative-
> is this to do with the drawer's unique filter that visual info has
> gone through before being offered back into the public domain? going
> back to the idea of personal expression.
>
> val stephenson
>
>
> ----- Original Message ----- From: "Graham A. Brown"
> <[log in to unmask]>
> To: "Val Stephenson" <[log in to unmask]>
> Sent: Sunday, February 06, 2005 8:14 PM
> Subject: Re: Are all visual rerspesentations 'art'?
>
>
> HI Maulfry
>
> I have been working on a project that is looking at children's drawing
> not as art but as language. In this way I have been able to eliminate
> the idea of art or aesthetics out of my consideration at this time.
>
> • Because I come from a graphic design background not academic I have
> always thought of all visual representation as art. Now I have refined
> my thinking of art as being making something special, special as
> defined by the creators. The challenge certainly is to develop more
> effective ways of reading child's marks and hearing the child's voice.
> The term art, narrows, and restricts our thinking. As long as we
> only
> see the marks as art, we will miss an opportunity to encourage the
> full
> development of the child.
>
> • If I were to use the phrases " to bring about deliberately or to
> make
> special" I would then say all visual representation is drawing and
> therefor art or special. To bring about deliberately, is how I would
> define the drawing process in children or adult. Is a individual
> drawing being labelled creative in relationship to how that one
> individual drew it or is it compared with an other drawing by an other
> individual or group. When a child specks its first word do we call the
> child or that word creative?
>
> Graham A Brown,
> Executive Producer
> netcoMedia Interactive
> Vancouver BC
> Canada V6g 1L9
>
> On 6-Feb-05, at 5:40 AM, Maulfry Worthington wrote:
>
> >
> > Dear Drawing Research members,
> >
> > I am currently looking at the relationship between ways in which
> > society and education categorises childrens marks and drawing (e.g.,
> > 'art', science, mathematics, music, writing). Since young children
> do
> > not percieve drawing in terms of 'subjects' we believe the
> un-natural
> > boundaries between such categories as 'art', and visual
> representation
> > in other areas of their thinking present false dichotomies. Such
> > boundaries surely were more fluid in the Renaissance? Last year I
> > attended the Royal Academy Summer Exhibition and was particularly
> > struck by the gallery with drawings by non- artisits - by surgeons,
> > scientists, choreographers, architects, musicians and so on.
> >
> > My questions at the moment are:
> > • 'Is all visual representation drawing - and if it is,
> is it also
> > 'art'?
> > • If visual representations can be viewed as belonging
> to both art
> > and to other disciplines, then surely this implies a need for
> > educators and society to value the whole range of marks and drawing
> > young children make, whether for 'art' or not?
> > • What criteria should we use to define the drawing
> process - and
> > also to define an individual drawing - as 'creative'?
> > Maulfry
> >
>
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